Očekivanja odgojitelja i roditelja djece s ADHD-om od uključivanja u programe ranog i predškolskog odgoja i obrazovanja

undergraduate thesis

• Title (english): Expectations Of Educators And Parents Of Children With ADHD From Inclusion In Early And Preschool Education Programs
• Author: Valerija Dominić
• Mentor: Zlatko Bukvić (mentor)
• Committee member: Goran Lapat (predsjednik povjerenstva)
• Committee member: Tea Pahić (član povjerenstva)
• Committee member: Zlatko Bukvić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2024-09-12, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology

Abstract

Inkluzija ili inkluzivno obrazovanje najviši je stupanj pedagoškog povezivanja djece bez teškoća i djece s teškoćama. Veže se primarno uz praksu uključivanja sve djece u odgojno-obrazovnu skupinu s ciljem zadovoljavanja temeljnih potreba djece bez obzira na podrijetlo, teškoće, talente itd. Dijete uključivanjem u redovnu odgojno-obrazovnu skupinu ima priliku za druženje s vršnjacima, osnažiti svoje potencijale, podizati samopouzdanje i razvijati pozitivnu sliku o sebi. Prema Zrilić (2011), pokazalo se da djeca s teškoćama u odgojno-obrazovnoj praksi stvaraju „problem“ zbog odgojiteljeva osjećaja nekompetentnosti i da im je svako dijete svojevrstan izazov. Problemi koji se pojavljuju prilikom uključivanja djece mogu biti socijalizacija, nedovoljan prostor za kretanje djeteta, nekompetentnost odgojitelja, suradnja odgojitelja i roditelja te roditelja i odgojitelja s asistentom. Važno je surađivati sa svima koji su uključeni u život hiperaktivna djeteta, usklađivati i dogovarati postupke. Poremećaj hiperaktivnosti i deficita pažnje jedan je od najčešćih poremećaja u djece. Karakteriziraju ga skupine simptoma: hiperaktivnost, impulzivnost i deficit pažnje. Potpuno izlječenje još nije postignuto, ali koriste se brojne terapije za ublažavanje simptoma i umanjivanje specifičnih teškoća. Istraživanje je provedeno na uzorku od 30 odgojitelja i 93 ispitanika roditelja. Ispitanici su odgojitelji s različitim iskustvom u predškolskoj ustanovi i roditelji dječaka ili djevojčica. U prosjeku se odgojitelji smatraju kompetentnim za rad s djetetom s ADHD-om kao i da imaju uspješnu suradnju s roditeljima i asistentima djeteta. Roditelji mlađe djece imaju uglavnom uspješnu suradnju s odgojiteljima i asistentom, a roditelji starije djece nemaju baš uspješnu suradnju s asistentom djeteta.

Abstract (english)

Inclusion or inclusive education is the highest level of pedagogical connection between children without disabilities and children with disabilities. Iti s primarily related to the pratice of including all children in an educational group with the aim of meeting the basic needs of children, regardless of origin, difficulties, talents, etc. By being included in a regular educational group, a child has the opprtunity to socialize with peers, strengthen their potential, raise self-confidence and develop a positive self-image. According Zrilić (2011), it has been shown that children with difficulties in educational pratice create a „problem“ due to the educators feeling of incompetence and that every child is a kind of a challengefor them. Problems that arise when involving children can be socialization, insufficient space for the child to move, incompetence of educators, cooperation between eduacators and parents and parents and educators with an assistant. Iti s important to cooperate with everyone involved in the life of a hyperactive child, coordinate and agree on procedures. Attention deficit hyperactivity disorder is one of the most common disorders in children. Iti s characterized by groups of symptoms: hyperactivity, impulsivity and attention deficit. A complete cure has not yet been achieved, but numerous therapies are used to relieve symptoms and reduce specific difficulties. The research was conducted on 30 respondents (educators) and 93 respondents (parents). The interviewees are educators with different experiences in preschool institutions and parents of boys or girls. On average, educators are considered competent to work with a child with ADHD, as well as having successful cooperation with the childs parents and assistants. Parents of younger children generally have successful cooperation with the childs parents and assistants, while parents o folder children do not have very successful cooperation with the childs assistant.

• Keywords: poremećaj hiperaktivnosti i deficita pažnje – ADHD; odgojitelji; roditelji; suradnja
• Keywords (english): hyperactivity and attention deficit disorder – ADHD; educators; parents; cooperation
• Language: croatian
• URN:NBN: urn:nbn:hr:147:506807
• Study programme: Title: Undergraduate University Study of Early and Preschool Education; Study programme type: university; Study level: undergraduate; Academic / professional title: sveučilišni/a prvostupnik/ prvostupnica (baccalaureus/ baccalaurea) odgojitelj/odgojiteljica djece rane i predškolske dobi (sveučilišni/a prvostupnik/ prvostupnica (baccalaureus/ baccalaurea) odgojitelj/odgojiteljica djece rane i predškolske dobi)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2024-10-18 09:04:23